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A Study Into The Effectiveness of Web-based Reading . LI Tianjiao FENG Chenyue ZHAO Fei QU Qu YAN Li. Agenda. Motivation and Background Design of Experiment Data Analysis and Conclusion. Motivation. - PowerPoint PPT Presentation
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A Study Into The Effectiveness of Web-based Reading
LI Tianjiao FENG Chenyue ZHAO Fei
QU Qu YAN Li
Agenda•Motivation and Background•Design of Experiment•Data Analysis and Conclusion
• The rapid development of computer and Internet technologies has made e-Learning become an important learning method.
• However, when we surfing on the internet, we usually fail to obtain information in an effective or efficient way.
• So we are desired to know how to obtain information effectively, accurately, and efficiently.
3
Motivation
4
• As the increasing number of tests (IBT, new CET 4 &6)converted from paper-based to internet-based, more attention is paid or will be paid to obtaining information, ideas, key points from reading materials.• There are so many factors influencing on obtaining information or
the leaning through web-pages, such as:• The layout of web-pages;• The amount & format of assistant information on web-pages;• The amount & format of irrelative information on web-pages;• The length & difficulty of reading materials themselves on web-
pages; • The English skill levels of different individuals;• So on……
Motivation
5
• Investigate the factors that contribute to the effectiveness of learning through web-pages;
• Figure out the way to build a easy-to-learn web learning system;
• Enhance the effectiveness and efficiency of web learning.
Objectives
6
Expert Knowledge/Experience• One of the key characteristics of e-Learning is its capability to
integrate different media, such as text, picture, audio, animation and video to create a multimedia instructional material, promoting the reading interests and willingness of the learner.
( Gillani & Relan, 1997; Vichuda, Ramamurthy, & Haseman, 2001)
• Some research shows that too much unnecessary multimedia elements in instructional material may distract learners and actually decrease learning performance.
(Bartscha & Cobern, 2003; Mayer et al., 2001; Park & Hopkins, 1993; Rieber, 1996;Sweller, van Merrienboer, & Paas, 1998)
Relevant Background
7
Ho, J. & Ko, L. (2003), Design for Experimenting in E-Learning: The Effects of Web Page Design on Students' Test Performance. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (pp. 1610-1613). Chesapeake, VA: AACE
Previous Experiments
Response variable:• Test scores
Control variable:• 1. Message area location• 2. Function area location
Relevant Background
8
Responsevariable(units)
Normaloperating level
& range
Meas. precision,accuracy
How known?
Relationship ofresponse variable to
objective
Time used to complete reading the corresponding passage
7 minutes;From 7-3 min to 7+3 min per passage considering different individuals.
By timer;Unit: second
The shorter the required time, the higher learning effectiveness on web-pages.
Correct rate
Correct rate around 0.6 to 1.0, in common per passage.
Correct rate(the ratio of the number of correct answers to all the answers)
The higher the correct rate, the higher learning effectiveness on web-pages.
Response Variables
9
• The layout of reading materials:• The number of columns of the reading materials;• One column with passage and questions;• Two columns, one column with passage only and the other
with questions only. • The existence of assistant information:• Whether there is an outline in front of reading materials;• Yes• No
• The existence of irrelative information:• Whether there are some irrelative pictures in reading materials;• Yes• No
Control Variables
10
• The length of reading materials:• Around 270 words;• 5 choice questions each with 4 choices.
• The difficulty of reading materials:• CET 4 passages;• Arguments with 5-6 paragraphs
• Environment factors:• Noise, illumination, temperature;
• Others:• Possible factors related to computers;• The time of experiment.
Can they be controlled constantly with deliberately selecting?
Held constant Variables
11
• The difference between different individuals:• The learning capability;• The English skill level;• The reading habit; • The gender, sight;• The mood.
• Block:• Different individuals can be treated as a set of blocks.
Nuisance Factors
Design of Experiment
Design of Experiment
Define Control Variables
Deal with Nuisance Variables
Verify Response Variables
13
Control and Response Variables
Reading timeCorrect rate
Number of columns
OutlineIrrelevant information
Define Control Variables•Control V: Column, irrelevant information, outline
• Full Factorial Design32
Deal with Nuisance Factors•Possible nuisance
•How to eliminate the effects of these variables?
•Environment? Held constant•Passage? Held constant. If can’t, block•People? Hard to be held constant. Block
•First, we want to know the effects of these variables
People
Passage
Environment
Trial Runs•Objective: effects of PEOPLE,
PASSAGES
•Controlled factors held constant (One column; No outline; No irrelevant Information)
•Environment held constant (No. 4 Teaching Building, 9:00-10:00PM)
•8 people•4 passages per person•We tried to find passages of the same
level
双因子方差分析 : time(min) 与 people, Passage
来源 自由度 SS MS F Ppeople 7 9.7587 1.39410 3.20 0.018Passage 3 2.2559 0.75197 1.73 0.192误差 21 9.1346 0.43498合计 31 21.1492
S = 0.6595 R-Sq = 56.81% R-Sq (调整) = 36.24%
• People are very different (block)
• Passage are the same (held constant)
Response: Correct rate双因子方差分析 : Correct rate 与 people, Passage
来源 自由度 SS MS F Ppeople 7 0.10875 0.0155357 0.69 0.683Passage 3 0.03375 0.0112500 0.50 0.689误差 21 0.47625 0.0226786合计 31 0.61875
S = 0.1506 R-Sq = 23.03% R-Sq (调整) = 0.00% • People are the
same(held constant)• Passages are the
same(held constant)
Response Variables: time and correct rate
• If they are related, correct rate may result from time, rather other control variables.
•We need to fix the response variable
Longer reading time reading
is difficult lower correct
rate
Longer reading time more
effort devoted higher
correct rate
相关 : Correct rate, time(min) Correct rate 和 time(min) 的 Pearson 相关系数 = -0.020 P 值 = 0.914
Not correlationNo need to fix the response
Correlation between Time and Correct rate? YesFind another response variable that eliminates the correlation.
X=Correct rate/ Time
NoAnalysis two distinct response variables with control variables.
Design of Experiment(1)acabbc
Block 1
abcabc
Block 2
(1)acabbc
Block3
abcabc
Block4
32 Factorial design with ABC confounded
4 treatment per block, 8 blocks, 32 run totally
Time
(1)acabbc
Block 5
abcabc
Block 6
(1)acabbc
Block7
abcabc
Block8
32 Factorial design with ABC confounded
With no block, 32 runs totally
Correct RateDesign of Experiment
Experiment Size•The experiment is quite expensive▫The subjects can experiment with one
passage only once▫The reading of one passage takes 7±3
minutes, 4 passages will make the total time around 30 minutes
▫As the time increase, subjects may become impatient and tired, causing bias
Data Analysis and Conclusion
Analysis of Factorial Design
3210- 1- 2- 3
99
9590
80706050403020
105
1
标准化效应
百分比
A Bl ocksB Col umnC Out l i neD I r rel evant
因子 名称
不显著显著
效应类型
B
标准化效应的正态图(响应为 Ti me,Al pha = . 05)
拟合因子 : Time 与 Blocks, Column, Outline, Irrelevant * 注 * 此设计具有一些修补运行。将使用回归方法进行分析。Time 的效应和系数的估计(已编码单位)项 效应 系数 系数标准误 T P常量 5.9198 0.2378 24.89 0.000Blocks -1.2111 -0.6056 0.3633 -1.67 0.110Column 1.0396 0.5198 0.2378 2.19 0.040Outline 0.0279 0.0140 0.2378 0.06 0.954Irrelevant 0.1383 0.0692 0.2378 0.29 0.774Blocks*Column -0.1514 -0.0757 0.3723 -0.20 0.841Blocks*Outline -0.3718 -0.1859 0.3723 -0.50 0.623Blocks*Irrelevant 0.0157 0.0079 0.3723 0.02 0.983Column*Outline 0.5007 0.2503 0.2437 1.03 0.316Column*Irrelevant -0.6411 -0.3205 0.2437 -1.32 0.203Outline*Irrelevant 0.2233 0.1117 0.2437 0.46 0.65
When column= -1, reading time is less than column =1. Two column layout is efficient in receiving information from reading.
Time
Analysis of Factorial Design(cont’d)
Column*Outline = -1 format pattern is effective in receiving information from reading.拟合因子 : Correctness 与 Column, Outline, Irrelevant
Correctness 的效应和系数的估计(已编码单位)项 效应 系数 系数标准误 T P常量 0.81875 0.02453 33.38 0.000Column 0.06250 0.03125 0.02453 1.27 0.214Outline -0.03750 -0.01875 0.02453 -0.76 0.452Irrelevant 0.03750 0.01875 0.02453 0.76 0.452Column*Outline -0.11250 -0.05625 0.02453 -2.29 0.031Column*Irrelevant 0.06250 0.03125 0.02453 1.27 0.214Outline*Irrelevant 0.01250 0.00625 0.02453 0.25 0.801
1- 1 1- 1
0. 90
0. 84
0. 78
0. 90
0. 84
0. 78
Col umn
Out l i ne
I r r el evant
-11
Col umn
-11
Outl i ne
Correctness 交互作用图数据平均值
Correct Rate
Design Projection • Discard D (Irrelevant information) unchanged
results
Residual Checking:
Conclusion is reasonable;Underlying
assumptions are satisfied .
Discussion• Q1: Why format with outline could not increase the efficiency of
reading, that is, reduce the time on reading? A: 1. Outline lies on the top of web page. 2. People don’t have habit of reading web pages with outline
given.
• Q2:Why irrelevant information isn’t significant in response time and correct rate?
A: 1. The effect of irrelevant information is less than system error. This problem could be solved through large amount of runs.
2. The effect of variable is actually slight and ignorable.
ConclusionTime Correct Rate
Better Condition Two column Two column, with outline
Application Passage is long;Retral part is relevant
to the preceding information.
Passage is long;Passage with many
paragraphs;Quick reading is
required.Conclusion and advice on designing the web page:1. Outline could be designed as a moving bar, so that people could see it anywhere.2. Irrelevant information such as advertisement at normal level won’t bother people and interfere the process of reading.
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